Purpose:This article presents a definition and rationale for evidence-based reform in education, and a discussion of the current state of evidence-based research, focusing on China, the U.S., and the UK.Design/Approach/Methods:The article contrasts the state of educational research in the U.S., the UK, and China, world leaders in evidence-based reform.Findings:The article suggests ways in which Chinese, U.S., UK, and other scholars might improve the worldwide quality of evidence-based reform in education. One indicator of this partnership is an agreement among the Chinese University of Hong Kong, Nanjing Normal University, and Johns Hopkins University to work together on Chinese and English versions of the website Best Evidence in Brief and a collaboration between Johns Hopkins and the ECNU Review of Education at East China Normal University.Originality/Value:This article is the first to compare developments in evidence-based reform in education in China with parallel developments in the U.S. and UK Building understanding of current evidence-based policies should help all countries learn how evidence can play a greater role in education policy and benefit many students. Copyright ©2021 SAGE Publications.

Education for sustainable Development (ESD) in Hong Kong schools is administered by the Environmental Campaign Committee (ECC) through its core education programs, mainly the Hong Kong Green School Awards (HKGSA) and Student Environmental Protection Ambassador Scheme (SEPAS). This is supported partly by the SAR Government Education and Development Bureau (EDB) which seeks the permeation of ESD through the formal curriculum but is seriously hindered by the curriculum structure. Research recently conducted by the authors reveals that there are still questions to be answered regarding the readiness and willingness of schools to engage with ESD. In China, on the other hand, ESD is being promoted mainly through its Green School Program administered by the State Ministry of Education (MOE) and sponsored by the State Environmental Protection Agency (SEPA). This chapter provides an in-depth description and comparison of the history, development, and the theoretical framework of ESD for schools in Hong Kong and Mainland China.